It is designed to help students and researchers to quickly familiarize themselves with the area and to provide a foundation for the development of university courses on the mathematics of deep learning. Our main goal in the composition of this book was to present various rigorous, but easy to grasp, results that help to build an understanding of fundamental mathematical concepts in deep learning. To achieve this, we prioritize simplicity over generality. As a mathematical introduction to deep learning, this book does not aim to give an exhaustive survey of the entire (and rapidly growing) field, and some important research directions are missing. In particular, we have favored mathematical results over empirical research, even though an accurate account of the theory of deep learning requires both.

--Integrating Generative AI (GenAI) into educational contexts presents a transformative potential for enhancing learning experiences. This paper introduces CourseGPT, a generative AI tool designed to support instructors and enhance the educational experiences of undergraduate students. Built on open-source Large Language Models (LLMs) from Mistral AI, CourseGPT offers continuous instructor support and regular updates to course materials, enriching the learning environment. By utilizing course-specific content, such as slide decks and supplementary readings and references, CourseGPT provides precise, dynamically generated responses to student inquiries. Unlike generic AI models, CourseGPT allows instructors to manage and control the responses, thus extending the course scope without overwhelming details. The paper demonstrates the application of CourseGPT using the CPR E 431: Basics of Information System Security course as a pilot. This course, with its large enrollment and diverse curriculum, serves as an ideal testbed for CourseGPT . The tool aims to enhance the learning experience, accelerate feedback processes, and streamline administrative tasks. The study evaluates CourseGPT's impact on student outcomes, focusing on correctness scores, context recall, and faithfulness of responses. Results indicate that the Mixtral-8x7b model, with a higher parameter count, outperforms smaller models, achieving an 88.0% correctness score and a 66.6% faithfulness score. Additionally, feedback from former students and teaching assistants on CourseGPT's accuracy, helpfulness, and overall performance was collected. The outcomes revealed that a significant majority found CourseGPT to be highly accurate and beneficial in addressing their queries, with many praising its ability to provide timely and relevant information.

In Jill Watson has been equipped with OpenAI's GPT-this paper, we analyze student interactions with Jill across 3.5 Turbo model, accessed via the OpenAI API, and coupled multiple courses and colleges, focusing on the types and with several other technologies to facilitate more nuanced, complexity of student questions based on Bloom's Revised context-aware, and safe interactions with students. Jill has Taxonomy and tool usage patterns. We find that, by supporting been deployed in both online and offline classrooms[10] across a wide range of cognitive demands, Jill encourages different educational institutes and courses. This paper examines students to engage in sophisticated, higher-order cognitive student interactions with Jill Watson, to understand questions. However, the frequency of usage varies significantly how AI-based educational tools may engage students in meaningful across deployments, and the types of questions asked and deeper learning experiences.

Small-group tutoring in Computer Science (CS) is effective, but presents the challenge of providing a dedicated tutor for each group and encouraging collaboration among group members at scale. We present Pensieve Discuss, a software platform that integrates synchronous editing for scaffolded programming problems with online human and AI tutors, designed to improve student collaboration and experience during group tutoring sessions. Our semester-long deployment to 800 students in a CS1 course demonstrated consistently high collaboration rates, positive feedback about the AI tutor's helpfulness and correctness, increased satisfaction with the group tutoring experience, and a substantial increase in question volume. The use of our system was preferred over an interface lacking AI tutors and synchronous editing capabilities. Our experiences suggest that small-group tutoring sessions are an important avenue for future research in educational AI.

An automated knowledge modeling algorithm for Cancer Clinical Practice Guidelines (CPGs) extracts the knowledge contained in the CPG documents and transforms it into a programmatically interactable, easy-to-update structured model with minimal human intervention. The existing automated algorithms have minimal scope and cannot handle the varying complexity of the knowledge content in the CPGs for different cancer types. This work proposes an improved automated knowledge modeling algorithm to create knowledge models from the National Comprehensive Cancer Network (NCCN) CPGs in Oncology for different cancer types. The proposed algorithm has been evaluated with NCCN CPGs for four different cancer types. We also proposed an algorithm to compare the knowledge models for different versions of a guideline to discover the specific changes introduced in the treatment protocol of a new version. We created a question-answering (Q&A) framework with the guideline knowledge models as the augmented knowledge base to study our ability to query the knowledge models. We compiled a set of 32 question-answer pairs derived from two reliable data sources for the treatment of Non-Small Cell Lung Cancer (NSCLC) to evaluate the Q&A framework. The framework was evaluated against the question-answer pairs from one data source, and it can generate the answers with 54.5% accuracy from the treatment algorithm and 81.8% accuracy from the discussion part of the NCCN NSCLC guideline knowledge model.

This paper introduces DCC Sidekick, a web-based conversational AI tool that enhances an existing LLM-powered C/C++ compiler by generating educational programming error explanations. The tool seamlessly combines code display, compile- and run-time error messages, and stack frame read-outs alongside an AI interface, leveraging compiler error context for improved explanations. We analyse usage data from a large Australian CS1 course, where 959 students engaged in 11,222 DCC Sidekick sessions, resulting in 17,982 error explanations over seven weeks. Notably, over 50% of interactions occurred outside business hours, underscoring the tool's value as an always-available resource. Our findings reveal strong adoption of AI-assisted debugging tools, demonstrating their scalability in supporting extensive CS1 courses. We provide implementation insights and recommendations for educators seeking to incorporate AI tools with appropriate pedagogical safeguards.

This paper illustrates the architecture and training of Unipa-GPT, a chatbot relying on a Large Language Model, developed for assisting students in choosing a bachelor/master degree course at the University of Palermo. Unipa-GPT relies on gpt-3.5-turbo, it was presented in the context of the European Researchers' Night (SHARPER night). In our experiments we adopted both the Retrieval Augmented Generation (RAG) approach and fine-tuning to develop the system. The whole architecture of Unipa-GPT is presented, both the RAG and the fine-tuned systems are compared, and a brief discussion on their performance is reported. Further comparison with other Large Language Models and the experimental results during the SHARPER night are illustrated.

This paper presents Words2Contact, a language-guided multi-contact placement pipeline leveraging large language models and vision language models. Our method is a key component for language-assisted teleoperation and human-robot cooperation, where human operators can instruct the robots where to place their support contacts before whole-body reaching or manipulation using natural language. Words2Contact transforms the verbal instructions of a human operator into contact placement predictions; it also deals with iterative corrections, until the human is satisfied with the contact location identified in the robot's field of view. We benchmark state-of-the-art LLMs and VLMs for size and performance in contact prediction. We demonstrate the effectiveness of the iterative correction process, showing that users, even naive, quickly learn how to instruct the system to obtain accurate locations. Finally, we validate Words2Contact in real-world experiments with the Talos humanoid robot, instructed by human operators to place support contacts on different locations and surfaces to avoid falling when reaching for distant objects.

Many application areas rely on models that can be readily simulated but lack a closed-form likelihood, or an accurate approximation under arbitrary parameter values. Existing parameter estimation approaches in this setting are generally approximate. Recent work on using neural network models to reconstruct the mapping from the data space to the parameters from a set of synthetic parameter-data pairs suffers from the curse of dimensionality, resulting in inaccurate estimation as the data size grows. We propose a dimension-reduced approach to likelihood-free estimation which combines the ideas of reconstruction map estimation with dimension-reduction approaches based on subject-specific knowledge. We examine the properties of reconstruction map estimation with and without dimension reduction and explore the trade-off between approximation error due to information loss from reducing the data dimension and approximation error. Numerical examples show that the proposed approach compares favorably with reconstruction map estimation, approximate Bayesian computation, and synthetic likelihood estimation.

Deep convolutional neural networks have made significant breakthroughs in medical image classification, under the assumption that training samples from all classes are simultaneously available. However, in real-world medical scenarios, there's a common need to continuously learn about new diseases, leading to the emerging field of class incremental learning (CIL) in the medical domain. Typically, CIL suffers from catastrophic forgetting when trained on new classes. This phenomenon is mainly caused by the imbalance between old and new classes, and it becomes even more challenging with imbalanced medical datasets. In this work, we introduce two simple yet effective plug-in methods to mitigate the adverse effects of the imbalance. First, we propose a CIL-balanced classification loss to mitigate the classifier bias toward majority classes via logit adjustment. Second, we propose a distribution margin loss that not only alleviates the inter-class overlap in embedding space but also enforces the intra-class compactness. We evaluate the effectiveness of our method with extensive experiments on three benchmark datasets (CCH5000, HAM10000, and EyePACS). The results demonstrate that our approach outperforms state-of-the-art methods.